Hill West Primary School

Hill West Primary School

Address: Clarence Road, Four Oaks, Sutton Coldfield, West Midlands, B74 4LD Unique reference number (URN): 139520

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Leaders are knowledgeable and committed to constantly improving the early years setting. They give children the very best start. They prioritise meeting the changing needs of the children they serve. Leaders' work in this area of the school is consistent and well embedded.

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Early years Strong standard

Leaders have developed a clear and well-sequenced curriculum for children, centred on developing language and vocabulary skills. Leaders work hard to teach handwriting and pencil grip right from the start. Reading is a distinctive part of the culture in the early years. It is clearly a priority. Leaders immerse children in stories and songs frequently and not a moment is lost. Staff teach phonics well. As a result, children quickly learn the sounds that letters make.

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Early years Strong standard

Quality teaching is a priority for all adults. High-quality interactions are well planned to ensure every child is valued and achieves. Continuous provision is well considered and adapted to meet children’s learning and stage of development. Children are well cared for and thrive. Relationships are highly positive and adults are responsive to their needs. These secure attachments mean children feel safe and become confident learners. When children's needs change, staff notice and respond, closing any gaps that appear. This means children achieve consistently well in the early years.

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Achievement Expected standard

On the whole, pupils achieve well in national tests. Disadvantaged pupils achieve in line with the national average for this group. Leaders are aware of gaps that still exist and are working to close them so that these pupils do just as well as everybody. Pupils with special educational needs and/or disabilities or barriers to learning progress well from their starting points because they are well supported.

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Achievement Expected standard

Handwriting is consistently high quality across the school. In mathematics, technology is used to complement learning, but it does not replace books. This means pupils develop written mathematical skills in every lesson.

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Achievement Expected standard

Pupils are encouraged by adults with high expectations. These expectations can be seen in the care that pupils take to publish high-quality work in every subject. Pupils self-correct and edit their work. They want to make their work better. As a result, pupils are ready for the next phase of their education.

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Attendance and behaviour Expected standard

Leaders know how important it is for pupils to attend school every day. They work hard to make this happen. They identify barriers pupils might have and work with families in a supportive way, so attendance improves. Pastoral support helps families and pupils significantly. As a result of leaders' work, pupils attend school regularly. Leaders continue to focus on improving the attendance of disadvantaged pupils. Support is starting to ensure that there are improvements, but it is yet to improve the rates of persistent absence for these pupils.

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Attendance and behaviour Expected standard

Behaviour of pupils across the school is excellent. Pupils learn and play in an environment that is typically calm and positive. Leaders have carefully considered their behaviour strategy in recent years and are proud of its impact. Pupils are taught how to behave. They like the rewards system that leaders have introduced. Relationships between pupils and staff show kindness, courtesy and respect, reflecting a positive culture. Staff say the behaviour system works well and they are well supported by leaders. Sometimes, bullying does happen. When it does, leaders are quick to act and take a graduated approach to dealing with it. It is never tolerated. They use consequences effectively. Leaders teach pupils to make better choices and pupils usually respond well.

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Curriculum and teaching Expected standard

Leaders have made sure that the curriculum at the school is well designed, adapted and taught. The curriculum is interesting and pupils enjoy learning a range of topics. Leaders carefully choose books and stories to support learning and develop pupils' cultural awareness. Pupils' imaginations are captured by the skilful way their teachers tell these stories. They are excited to write as a result.

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Curriculum and teaching Expected standard

The curriculum is well planned and sequenced. This means that teachers think about each step carefully to make sure they are ready for the next stage of their learning. Pupils can talk about what they have learned, although some are more confident at this than others.

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Curriculum and teaching Expected standard

In every class, pupils are taught basic but important skills such as how to write letters and numbers correctly. Handwriting is also a priority. As a result, pupils can write at length about the things they have learned. Their mathematics books show fluency and confidence. Teaching of phonics is consistent and effective. Pupils develop a love of reading from an early age.

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Curriculum and teaching Expected standard

Pupils with special educational needs and/or disabilities and other barriers to learning enjoy being included in lessons. Learning is adapted so that everyone can achieve. Leaders are working to improve these adaptations so that they are more consistent across different subjects.

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Inclusion Expected standard

Leaders ensure pupils' needs are identified early. This means adults can quickly help pupils to learn, so gaps do not widen. Pupils are supported well and like learning in class, alongside their friends. Leaders know the pupils well. They give time to building trusting relationships with all pupils. In every class, expectations for all pupils are high.

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Inclusion Expected standard

Leaders ensure systems are in place to support pupils with special educational needs and/or disabilities (SEND) and pupils with barriers to learning. They persist and work with experts to make sure this support is right. Leaders work closely with parents and carers to support pupils with SEND. They listen to parents and adapt what they do to get this support right.

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Inclusion Expected standard

Disadvantaged pupils are supported well in reading. Leaders make sure additional funding, such as the pupil premium grant, supports pupils' mental health and wellbeing. Staff are trained to support pupils well. They prioritise giving pupils strong foundations for learning. Adaptations to lessons are made and leaders are working to make sure these are consistently as effective as they can be.

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Leadership and governance Expected standard

School leaders are dedicated, committed and place kindness and love at the heart of everything that they do. They have provided steady leadership through turbulent times. They ensure everyone stays focused on providing the best education that they can, in the best interests of pupils. Through effective systems and processes, leaders are constantly planning, doing, evaluating and improving. They know their areas for development and are fiercely proud of their strengths. Leaders know their school well. They know that disadvantaged pupils' achievement is average, but they are ambitious to improve it further.

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Leadership and governance Expected standard

Staff are dedicated to their pupils. They feel well supported personally and professionally by leaders. They value the development opportunities which leaders offer. Early career teachers are supported well.

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Leadership and governance Expected standard

Leaders value positive relationships with parents and carers. They listen to their feedback and, where necessary, respond appropriately. On the whole, parents are highly positive about school leaders. For example, they are thankful for the dedication of staff and their visibility.

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Leadership and governance Expected standard

Changes within the trust have impacted the school, but leaders and trustees are working hard to ensure that the impact on pupils is limited. Resources are being used to close gaps that have formed. Leaders are well supported by trust leads and advocates add an additional layer of oversight to help maintain high standards. Consideration to staff wellbeing is also worthy of praise.

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Personal development and wellbeing Expected standard

Leaders have thought carefully about personal development, wellbeing and spiritual, moral, social and cultural education. Learning is underpinned by the school’s core values of ‘be ambitious, be curious, be ever respectful’. Leaders want pupils to develop a secure understanding of equity, equality and diversity. They teach pupils about their rights. Pupils leave as confident, social and future-ready citizens.

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Personal development and wellbeing Expected standard

Leaders consider pupils' experience when deciding what to teach. This means learning helps pupils thrive. Pupils are taught about how their bodies will change as they grow, about what makes a good friend and how to stay safe. Pupils benefit from a range of trips and visits, including a trip to France, where they can practise speaking French. Some pupils are not yet confident talking about the things they have learned. For example, they know what a balanced diet is, but some pupils cannot explain why this is important. Leaders are supporting them to become secure in their knowledge. Pastoral support enhances pupils’ resilience, positivity and respect. Mental wellbeing is a priority. Pupils are taught about how their brains work and their feelings. They are taught how to manage their emotions independently. Pupils are taught about diversity and the importance of respect and tolerance, as well as the fundamental British values, such as

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Personal development and wellbeing Expected standard

democracy. They learn about different cultures, as well as significant artists and authors. Activities celebrate the diversity that exists within the community through an annual ‘cultural celebration’ day.

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Personal development and wellbeing Expected standard

Leaders offer a range of clubs and activities for pupils to take part in. They make sure a wide range of interests are catered for. Leaders make sure that pupils can access these clubs and notice if pupils choose not to. They encourage pupils to have a go and work hard to remove any barriers that might prevent a pupil from taking part.

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What it's like to be a pupil at this school

Pupils are at the heart of this vibrant school community. They are well known, nurtured and championed by staff. As a result, they are set up for future success. Pupils have excellent relationships with staff based on kindness and love. These begin in the early years, which effectively supports children to make a flying start to their education. Pupils across the school say they feel safe and they know who to turn to if they have a problem. Positive relationships mean they can do so with confidence. Pupils can access pastoral advice whenever they need it. Leadership roles empower pupils, and 'ACE champions' show everyone in school how to be ambitious, curious and ever-respectful, in line with the school's values.

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What it's like to be a pupil at this school

Pupils enjoy their learning. They take pride in their presentation and they work hard to make every piece of work better than the last. When they need help, it is given quickly and effectively. This includes pupils with barriers to their learning. They are offered subtle but effective support so that they can learn alongside their friends. Pupils leave this school well prepared for the demands of secondary school. They achieve well in national tests throughout their time in school. Pupils say they enjoy school trips and visits. They like the clubs that the school offers.

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What it's like to be a pupil at this school

Pupils’ behaviour is excellent. They have clear routines and structures in place. They know what is expected from them and their friends. When bullying happens, action is taken to prevent it from continuing. Pupils are taught to be the best they can be. All pupils receive the support they need and there are clear consequences in place to deter them from repeating mistakes. This approach works well and pupils respect it. Pupils attend school regularly and leaders support pupils who find this challenging.

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Next steps

Leaders should ensure that teachers adapt tasks and activities more precisely, so that learning is consistently well matched to individual pupils’ needs.

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Team inspectors:

Karen O'Keefe, Ofsted Inspector Christian Hamilton, Ofsted Inspector

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Facts and figures used on inspection

Leaders should continue to monitor the effectiveness of their personal development programme to ensure that pupils can confidently talk about what they have learned in detail. Leaders should continue their work to improve the attainment and attendance of disadvantaged pupils.

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About this inspection

This school is part of the Arthur Terry Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Lee Miller MBE, and overseen by a board of trustees, chaired by Helen Stephenson.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders during the inspection. Inspectors met with the trust CEO, members of the trust board, and local advocates. They held meetings with the head teacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils, parents and staff to gather information about school life.

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About this inspection

To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record, took account of the views of leaders, staff and pupils, and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments.

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About this inspection

The school does not make use of any alternative provision.

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About this inspection

Headteacher: Dr. Beth Clarke The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 38% 46% Close to average

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average

2022/23 (final) 41% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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national average

2022/23 (final) 59% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 67% 59% Close to average

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average

2023/24 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 67% 61% Close to average

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average

2023/24 (final) 63% 59% Close to average

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average

2022/23 (final) 65% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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